Data show that fractions are challenging concepts for students to grasp, second only to word problems, and some say existing strategies for teaching fractions do not deliver the kind of deeper understanding required under Common Core State Standards. "We've had a tendency in our traditional scope and sequence of math that you teach all this whole number stuff ... and then all of a sudden you get to fractions and it's a whole new world of what to do -- everything they learned in whole numbers has nothing to do with how you do fractions," said Linda M. Gojak, president of the National Council of Teachers of Mathematics. Groups are working to identify ways to improve fraction instruction, including development of board games and early-identification systems.

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